grade 9 curriculum - k. international school tokyo myp curriculum...haese mathematics 7 grade 7 key...

K. International School Tokyo – G9 MYP Curriculum Guide

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Grade 9 Curriculum

MYP

K International School Tokyo

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Dear KIST Community,

This new document contains details of what the school aims to teach students in each subject in each grade level of Secondary School. The information in this “horizontal” curriculum document e.g. KIST Grade 6 Curriculum Guide, or KIST Grade 7 Curriculum Guide, is taken from the “vertical” KIST Subject Curriculum Guide e.g. G6-10 MYP Math Curriculum Guide. The subject curriculum guides also contain extra information about the subject that may be of interest to members of the community.

Each subject in the grade level curriculum guide has two main sections:

• A brief curriculum overview of the main subject knowledge topics and skills that the school aims to teach in the MYP between grade 6 and 10

• Directly after, a list of the detailed learning student outcomes for the subject for that grade level.

Be aware that the format and length of the information may be slightly different from subject to subject. This recognizes the different nature of the subjects and also that some subjects e.g. Math or English meet more times a week than PE or the Arts.

The aim of the document is to give parents an awareness in detail of what the school aims to teach your child this year. Please let me know if you have any feedback!

Mark Cowe [email protected]

Secondary School Principal.

mailto:[email protected]


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Table of Contents

Hold down ‘ctrl’ and click on each individual section to go directly to that page.

KIST MYP Mathematics G6-10 Curriculum Overview ................................................................... 4 KIST MYP Mathematics G9 Detailed Learning Student Outcomes .............................................. 6 KIST MYP English (Language & Literature) G6-10 Curriculum Overview .................................. 12

KIST MYP English (Language & Literature) G9 Detailed Learning Student Outcomes ............ 13

KIST MYP Sciences G6-10 Curriculum Overview ......................................................................... 14

KIST MYP Sciences G9 Detailed Learning Student Outcomes .................................................. 15

KIST MYP Individual and Societies G6-10 Curriculum Overview ............................................... 23

KIST MYP Individual and Societies G9 Detailed Learning Student Outcomes ......................... 24

KIST MYP Japanese (Language Acquisition) G6-10 Curriculum Overview ............................. 25

KIST MYP Japanese (Language Acquisition) G9 Detailed Learning Student Outcomes ....... 26

KIST MYP Japanese (Language & Literature) G6-10 Curriculum Overview ............................ 27

KIST MYP Japanese (Language & Literature) G9 Detailed Learning Student Outcomes ...... 28

KIST MYP Visual Art G6-10 Curriculum Overview ....................................................................... 29

KIST MYP Visual Art G9 Detailed Learning Student Outcomes .................................................. 30

KIST MYP Music G6-10 Curriculum Overview .............................................................................. 33

KIST MYP Music G9 Detailed Learning Student Outcomes ....................................................... 35

KIST MYP Physical Health Education G6-10 Curriculum Overview ........................................... 37

KIST MYP Physical Health Education G9 Detailed Learning Student Outcomes .................... 38


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K. International School Tokyo – Mathematics Standard Level Scope and Sequence – Grades 6 – 10 Grade 6

Key Stage 3 Tier 4-6

Haese Mathematics 7

Grade 7


Haese Mathematics 8

Grade 8


Haese Mathematics 9

Grade 9

IGCSE Mathematics A

Haese Mathematics 10E

Grade 10

IGCSE Mathematics A


Number • 7.1: Whole Numbers • 7.3: Positive and Negative

Numbers • 7.5: Fractions • 7.6: Decimal Numbers • 7.8: Percentage • 7.14: Ratio • 7.20: Rates

• 8.1: Number • 8.3: Real Numbers and Ratio • 8.5: Percentage • 8.10: Radicals and Pythagoras

• 9.2: Indices • 9.12: Financial Mathematics • 10.1: Indices • 10.4: Radicals and Surds • EA.1.3.-1.6: Rounding

• 10.16: Number Sequences

Algebra • 7.7: Algebraic Expressions • 7.9: Equations • 8.12: Algebra: Patterns and

Formulae • 7.12: Coordinate Geometry • 8.6: Interpreting Tables and

Graphs

• 8.4: Algebraic Operations • 8.7: Laws of Algebra • 8.8: Equations • 8.15: Simultaneous Equations • 8.19AB: Algebraic Factorization • 8.14: Coordinate Geometry

• 9.4: Algebraic Expansion • 9.11: Algebraic Fractions • 9.15: Formulae • 9.6: Linear Equations and

Inequalities • 9.19B-D: Simultaneous Equations • 9.9: Quadratic Factorization • 9:18A: Quadratic Equations 𝑥𝑥2 = 𝑘𝑘

• 9.8: Coordinate Geometry • C.Y9.A1&2: Functions & Graphs • 9:24A-C: Proportion (Direct and

Inverse Proportion)

• 10.3: Algebraic Expansion and Factorization

• 10.10: Algebraic Fractions • 10.14: Formulae • 10.11: Quadratic Equations • 10.15: Relations and Functions • EA.10: Travel and Other Graphs • EA.21: Direct and Inverse

Proportion • EA.8.2-8.4: Inequalities and

Simultaneous Equations (EA.7.2-7.4)

• E1-G4, E2-A2,A3,G1,G2: Graphs of Quadratic, Cubic and Rational Functions

• H.MSL.5B-F: Transforming Functions (EA.26.3-26.4)

• 10.20: Quadratic Functions • 10.18: Exponential and

Logarithmic Functions • 10.22: Inequalities • EA.28: Calculus • EA.23.6: Algebraic Proofs

Geometry and Trigonometry

• 7.2: Angles and Lines • 7.10: Polygons • 7.11: Measurement: Length and

Area • 7.17A-C: Circles

• 8.9: The Geometry of Polygons • 8.18: Similarity and Congruence • 8.11: Length and Area • 7.16: Solids • 8.13: Further Measurement • 8.25 (old): Loci • 6.16: Transformations • 7.19: Transformations

• 9.7: Measurement • 9.20: Congruence and Similarity • 9.16: Transformation Geometry • 9.13: Trigonometry

• 10.12: Trigonometry • 10.7: Congruence and Similarity • 10.19: Deductive Geometry

(supplement 10.7 & 10.19 with proofs from P5.11 & P5.13)

• 10.8: Transformation Geometry

• 10.17: Vectors • 10.21: Advanced Trigonometry

Statistics & Probability

• 7.18: Statistics • 7.15: Probability

• 8.20: Statistics

• 9.3: Sets and Venn Diagrams • 9.14A-G: Probability • 9.10: Statistics • 10.23 Bivariate Statistics

• 10.2: Sets and Venn Diagrams • 10.13: Probability

• 10.9: Statistics • 10.23: Bivariate Statistics

• Review of topics in preparation for the IGCSE Math A exam


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K. International School Tokyo – Mathematics Extended Level Scope and Sequence – Grades 6 – 10 Grade 6


Haese Mathematics 8

Grade 7


Haese Mathematics 9

Grade 8

IGCSE Mathematics B


Grade 9

IGCSE Mathematics B


Grade 10

IGCSE Further Pure Mathematics

Pearson Edexcel Further

Number (Extended)

• 8.1: Number • 8.3: Real Numbers and Ratio • 8.5: Percentage • 8.10: Radicals and Pythagoras

• 9.2: Indices • 9.12: Financial Mathematics • 10.1: Indices • 10.4: Radicals and Surds • EA.1.3.-1.6: Rounding

• 10.16: Number Sequences • 1: Logarithmic Functions and Indices

• 5: Series • 6: Binomial Series

Algebra (Extended)

• 7.7: Algebraic Expressions • 8.4: Algebraic Operations • 8.7E-H: Laws of Algebra • 8.8: Equations • 8.19AB: Algebraic Factorization • 8.14: Coordinate Geometry

• 9.4: Algebraic Expansion • 9.11: Algebraic Fractions • 9.15: Formulae • 9.6: Linear Equations and

Inequalities • 9.19B-D: Simultaneous Equations • 9.9: Quadratic Factorization • 9:18A: Quadratic Equations 𝑥𝑥2 =𝑘𝑘

• 9.8: Coordinate Geometry • C.Y9.A1&2: Functions & Graphs • 9:24A-C: Proportion (Direct and

Inverse Proportion)

• 10.3: Algebraic Expansion and Factorization

• 10.10: Algebraic Fractions • 10.14: Formulae • 10.11: Quadratic Equations • 10.15: Relations and Functions • EA.10: Travel and Other Graphs • EA.21: Direct and Inverse

Proportion • EA.8.2-8.4: Inequalities and

Simultaneous Equations (EA.7.2-7.4)

• EB-G4,G5,G7; E2- A3,G2: Graphs of Quadratic, Cubic and Rational Functions

• 10.20: Quadratic Functions • 10.22: Inequalities • 10.24: Polynomials • EA.23.6: Algebraic Proofs • EB-G8,G9: Introduction to

Calculus • 10.28: Matrices

• 2: The Quadratic Function • 3: Identities and Inequalities • 4: Graphs • 9: Calculus

Geometry and Trigonometry (Extended)

• 7.2: Angles and Lines • 7.17: Circles • 8.9: The Geometry of Polygons • 8.11: Length and Area • 7.16: Solids • 8.13: Further Measurement • 8.25 (old): Loci

• 9.7: Measurement • 9.20: Congruence and Similarity • 9.16: Transformation Geometry • 9.13: Trigonometry

• 10.12: Trigonometry • 10.7: Congruence and Similarity • 10.19: Deductive Geometry

(supplement 10.7 & 10.19 with proofs from P5.11 & P5.13)

• 10.8: Transformation Geometry

• 9.7: (review of measurement) • 10.17: Vectors

• 7: Scalar and Vector Quantities • 8: Rectangular Cartesian

Coordinates • 10: Trigonometry

Statistics & Probability (Extended)

• 8.20: Statistics • 9.3: Sets and Venn Diagrams • 9.14A-G: Probability • 9.10: Statistics • 10.23 Bivariate Statistics

• 10.2: Sets and Venn Diagrams • 10.13: Probability

• 10.9: Statistics • 11: Statistics and Probability

• Review of topics in preparation for the IGCSE Math B exam

• Review of topics in preparation for the IGCSE Further Pure exam


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K. International School Tokyo – Mathematics Standard Level Scope & Sequence (Grade 9) Textbook: Mathematics for the International Student 10 (MYP 5) (3rd edition)

Branch 1 – Number

Financial Mathematics – 9.12 - Efficient use of a calculator to solve problems involving percentages, for example simple interest and compound interest, including depreciation (A.1.6) - Solving problems involving repeated percentage change (A.1.6) Indices and Surds – 10.1, 10.4 - Using prime factors to evaluate Highest Common Factors (HCF) and Lowest Common Multiples (LCM)* (A.1.4) - Understanding and using powers which are zero, negative or fractions (A.1.4) - Recognising the relationship between fractional powers and roots (A.1.4) - Using laws of indices to simplify and evaluate numerical expressions involving integer, fractional and negative powers (A.1.4) - Understanding the meaning of surds (A.1.4) - Manipulating surds, including rationalising the denominator (A.1.4) - Expressing numbers in standard form(A.1.9) - Writing numbers expressed in standard form as ordinary numbers(A.1.9) - Calculating with numbers in standard form (A.1.9) - Solving problems involving standard form (A.1.9) - Using index notation for positive integer powers (A.2.1) - Using index notation with positive, negative and fractional powers tosimplify expressions (A.2.1) *Supplement with (Pearson 1 – Appendix C:01) Rounding – Edexcel Mathematics A Chapter 1.3-1.6 - Writing terminating and recurring decimals as exact fractions (A.1.8) - Writing decimal numbers to decimal places (A.1.8) - Writing decimal numbers to significant figures (A.1.8) - Carrying out rounding appropriate to a context (A.1.8) −Selecting and justifying appropriate degrees of accuracy (A.1.8) −Expressing a calculator display to an appropriate degree of accuracy (A.1.8) - Finding upper and lower bounds, ie maximum and minimum values for rounded values (A.1.8) - Solving problems using upper and lower bounds wherevalues are given to a degree of accuracy (A.1.8) - Expressing numbers to a given degree of accuracy (B.1) Branch 2 – Algebra

Algebraic Expansion and Factorization and Formulae – 10.3, 10.10, 10.14 - Multiplying a single term over a bracket (A.2.2) - Finding and simplifying the product of two linear expressions,eg (2x + 3)(3x – 1), (3x – 2y)(5x + 3y) (A.2.2) - Adding and subtracting algebraic fractions, including simplifyingalgebraic fractions by cancelling common factors (A.2.2) - Substituting positive and negative numbers, then fractions and decimals,into expressions, word formulae and algebraic formulae (A.2.3) - Using formulae from mathematics, and other subjects,expressed initially in words or diagrammatic form andconverting to variables or algebraic form (A.2.3) - Substituting positive and negative numbers into expressions and formulaewith quadratic and/or cubic terms (A.2.1) - Factorising by taking out a single common factor (A.2.2) - Factorising quadratic expressions, including the differenceof two squares (A.2.2) - Adding and subtracting algebraic fractions, numerator and/or the denominator may be numeric, linear or quadratic (A.2.2) - Deriving formulae (A.2.3) - Manipulating formulae to change the subject, including caseswhere the subject occurs twice or where a power of the subjectappears (A.2.3) - Inverse operations (A.2.4) - Understanding and use of ‘balancing’ methods (A.2.4) Quadratic Equations – 10.11 - Solving quadratic equations by factorization (A.2.7) - Solving quadratic equations by using the quadratic formula (A.2.7) - Setting up and solving quadratic equations from data given in a context (A.2.7) Relations and Functions – 10.15 - find the inverse of a linear function (9.3.2) - Understanding the concept that a function is a mapping betweenelements of two sets (A.3.2) - Using function notation of the form 𝑓𝑓(𝑥𝑥) = and 𝑓𝑓:𝑥𝑥 ⟼ (A.3.2) - Understanding the terms domain and range (A.3.2) - Understanding which parts of the domain may need to be excluded (A.3.2) - Understanding and using composite function 𝑓𝑓𝑓𝑓 and inverse function 𝑓𝑓−1 (A.3.2) Travel and Other Graphs – Edexcel Mathematics A Chapter 10


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- Drawing and interpreting linear graphs representing real-life situations,including speed/time and distance/time graphs (A.3.3) - Drawing and interpreting non-linear graphs representing real-life situations (A.3.3) - Understanding and using the relationship between average speed, distance and time (A.4.4)

Direct and Inverse Proportion – Edexcel Mathematics A Chapter 21 - use graphs and set up equations to solve simple problems involving direct proportion (8.3.1) - use algebraic methods to solve problems involving direct proportion; relate algebraic solutions to graphs of the equations; use ICT as appropriate (9.3.1) - Using direct proportion, including recipes and currency conversion (A.1.7) - Setting up and using equations to solve problems involving direct orinverse proportion (A.2.5) - Graphical representation of direct and inverse proportion (A.2.6) - Compound measures including the relationship between (speed, distance, time), (density, mass, volume) and (pressure, force, area) (A.2.7) Inequalities and Simultaneous equations – Edexcel Mathematics A Chapter 8.2-8.4, 7.2-7.4 - Understanding and using the symbols >, <,≥,≤ (A.2.8) - Understanding and using the convention for open and closed intervals ona number line (A.2.8) - Solving simple linear inequalities in one variable, including ‘double-ended’ inequalities* (A.2.8) - Solving simple linear inequalities in one variable (A.2.8) - Representing on a number line the solution set of simple linear inequalities (A.2.8) - Finding the integer solutions of simple linear inequalities* (A.2.8) - Graphing linear inequalities in two variables (A.2.8) - Solution of linear simultaneous equations in two unknowns (B.3) - Solving simultaneous equations by a graphical method (B.3) - Setting up and solving problems using simultaneous equations (B.3)

Branch 3 – Geometry and Trigonometry

Pythagoras’ Theorem and Non Right-Angled Trigonometry – 10.5, 10.12 - Understanding and using Pythagoras’ theorem in 2-D to find the lengthof the hypotenuse or that of one of the shorter sides of a right-angledtriangle (A.4.8) - Using Pythagoras’ theorem to solve problems (A.4.8) - Using Pythagoras’ theorem in 3-D (A.4.8) - Identifying the various sides of a right-angled triangle as thehypotenuse, opposite and adjacent (A.4.8) - Understanding and using sine, cosine and tangent of acute angles tofind lengths and angles in a right-angled triangle (A.4.8) - Using trigonometry to solve problems, including bearings (A.4.8) - Using Pythagoras’ theorem and trigonometry to solve problems (A.4.8) - Understanding and using sine, cosine and tangent of obtuse angles (A.4.8) - Understanding and using angles of elevation and depression (A.4.8) - Understanding and using 1

2𝑎𝑎𝑎𝑎 sin 𝑐𝑐 for the area of a triangle (A.4.8)

- Understanding and using the sine rule and the cosine rule for any triangle (A.4.8) - Applying trigonometrical methods to solve problems in 3-D, includingfinding the angle between a line and a plane but not the angle betweentwo planes (A.4.8) Congruence and Similarity – 10.7 - Understanding that, if two shapes are similar their corresponding anglesare equal and all their corresponding lengths are in the same ratio (A.4.10) - Using similarity to find lengths of sides (A.4.10) - Understanding that areas of similar figures are in the ratio of thesquare of corresponding sides (A.4.10) - Understanding that the volumes of similar figures are in the ratioof the cube of corresponding sides (A.4.10) - Using areas and volumes of similar figures in solving problems (A.4.10) Transformational Geometry – 10.8 - Understanding that rotations are specified by a centre and an angle (A.5.2) - Rotating a shape about a point, measuring the angle of rotation inright angles, degrees or simple fractions of a turn (A.5.2) - Understanding that an anti-clockwise rotation is a positive angle rotation anda clockwise rotation is a negative angle rotation (A.5.2) - Understanding that reflections are specified by a mirror line,for example x = 1, y = x on a coordinate grid* (A.5.2) - Reflecting shapes in a mirror line (A.5.2) - Constructing a mirror line, given a shape and its reflection (A.5.2) - Understanding that translations are specified by vectors (A.5.2) - Translating a shape, given the vector (A.5.2) - Recognising that rotations, reflections and translations preserve length andangle so that a transformed shape under any of these transformations is congruent to the original shape (A.5.2) - Understanding that enlargements are specified by a centre and a scale factor (A.5.2) - Constructing enlargements of shapes with positive and fractional scale factors (A.5.2) - Identifying the scale factor of an enlargement as the ratio of thelengths of any two corresponding line segments (A.5.2) - Recognising that enlargements preserve angle but not length (A.5.2) - Describing transformations in full (A.5.2) - Describing a single transformation which is equivalent to a combinationof transformations* (A.5.2) *Supplement with (Edexcel Book 1 – Space and Shape Unit 5)


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Deductive Geometry – 10.19 - Knowing and using these circle properties: two tangents from a point to a circle are equal in length, tangents are perpendicular to the radius at the point of contact, the line from the centre of a circle which is perpendicular to a chordbisects the chord (and the converse is true) (A.4.6) - Recognising the term cyclic quadrilateral (A.4.6) - Understanding and using angle properties of the circle including: an angle subtended by an arc at the centre of a circle is twice the angle subtended at any point on the remaining part of the circumference, an angle subtended at the circumference by a diameter is a right angle, angles in the same segment are equal, the sum of the opposite angles of a cyclic quadrilateral is 180°, the alternate segment theorem (A.4.6) - Understanding and using the internal and external intersecting chord properties (A.4.6) *Supplement with (Edexcel Math B – Geometry Unit 6, p.264) - Providing reasons, using standard geometrical statements, to support numerical values for angles obtained in any geometrical context involving circles (A.4.7)

Branch 4 – Statistics and Probability

Sets and Venn Diagrams – 10.2 - Meaning of ‘set’ (A.1.5) - Defining sets of numbers by describing, for example {first four odd numbers}, {x: x is a factor of 12 or by listing, eg {1, 3, 5, 7} (A.1.5) - Understanding the meaning of the universal set 𝜉𝜉 (A.1.5) - Understanding the meaning of the null or empty set Ø or { } (A.1.5) - Membership of a set including the notation ∈ and ∉ (A.1.5) - Intersection and union of sets including the notation ∩ and ∪ (A.1.5) - Understanding sets defined in algebraic terms (A.1.5) - Understanding and using subsets, including ⊂ notation (A.1.5) - Understanding and using the complement of a set (A’) (A.1.5) - Using Venn diagrams to represent sets and the number of elements in sets (A.1.5) - Using the notation n(A) for the number of elements in the set A (A.1.5) - Using sets in practical situations (A.1.5) Probability – 10.13 - Understanding sample spaces and using them to find the probability that an event will occur (A.6.3) - Listing all the outcomes for single events systematically, or fortwo successive events, and using lists to find the probability thatan event will occur (A.6.3) - Using the sum of probabilities of all possible outcomes equalling one (A.6.3) - Understanding the meanings of ‘equally likely’ and ‘mutually exclusive’ (A.6.3) - Using the addition rule for probability for mutually exclusive events (A.6.3) - Understanding and using expected frequency to calculate an estimate for the number of times an event will occur (A.6.3) - Determining the probability that two or more independent events willboth occur (A.6.3) - Knowing when to add or multiply probabilities (A.6.3) - Using simple conditional probability when combining events (A.6.3) - Drawing tree diagrams to show the outcomes of two or more successiveevents and related probabilities (A.6.3) - Using tree diagrams to solve probability problems (A.6.3)


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K. International School Tokyo – Mathematics Extended Level Scope & Sequence (Grade 9) Textbook: Mathematics for the International Student 10 (MYP 5) (3rd edition)

Branch 1 – Number

Number Sequences – 10.16 - The idea of a sequence (B.3) - Use of the ∑ notation (F.5) - Arithmetic and geometric series (F.5) - Given the start of a number sequence (integers, fractions), state the next ... terms - Show that a number sequence is arithmetic or geometric. - Find the formula for the general term (arithmetic or geometric sequences; can be given the start of the sequence or any two non-consecutive terms). Using this to find the nth term in the sequence. - Determining whether a particular number is a member of the sequence. - Given three consecutive arithmetic terms in k, find the value of k. Finding the first term of the sequence that exceeds ... - Given the starting term and the recurrence relationship, find the next ... terms in the sequence. - Given the starting term and the recurrence relationship, find the explicit formula for un - Find the sum of the terms of an arithmetic series - Find the sum of the terms of a geometric series - Find the sum of the terms of an infinite geometric series

Branch 2 – Algebra

Graphs of Quadratic, Cubic and Rational Functions – Edexcel Math B – Graphs Unit 4, 5, 7 Old Edexcel Math A Book 2 – Algebra Unit 3, Graphs Unit 2 - Completing tables of values and drawing graphs of quadratic functions (A.3.3) - Solving quadratic inequalities in one unknown and representing the solutionset on a number line (A.2.8) - Plotting and drawing graphs with equation 𝑦𝑦 = 𝐴𝐴𝑥𝑥3 + 𝐵𝐵𝑥𝑥2 + 𝐶𝐶𝑥𝑥 + 𝐷𝐷 in which(i) the constants are integers and some could be zero(ii) the letters x and y can be replaced with any other two letters (A.3.3) - Plotting and drawing graphs with equation 𝑦𝑦 = 𝐴𝐴𝑥𝑥3 + 𝐵𝐵𝑥𝑥2 + 𝐶𝐶𝑥𝑥 + 𝐷𝐷 + 𝐸𝐸

𝑥𝑥+ 𝐹𝐹

𝑥𝑥2 in which (i) the constants are integers and at least three of them are

zero (ii) the letters x and y can be replaced with any other two letters* (A.3.3) - Solving exactly, by elimination of an unknown, two simultaneous equationsin two unknowns, one of which is linear in each unknown and the other islinear in one unknown and quadratic in the other (A.2.7) - Solving exactly, by elimination of an unknown, two simultaneous equationsin two unknowns, one of which is linear in each unknown and the other islinear in one unknown and the other is of the form 𝑥𝑥2 + 𝑦𝑦2 = 𝑟𝑟2 (A.2.7) - Finding the intersection points of two graphs, one linear (y1) and onenon-linear (y2) and recognising that the solutions correspond to 𝑦𝑦2 − 𝑦𝑦1 = 0 (A.3.3) - Graphs and graphical treatment of the equation: y = Ax3 + Bx2 + Cx + D + E

x+ F

x2 in which the constants are numerical and at least three of them

are zero (B.4) - Solutions of equations, extended to include the simultaneous solution of one linear and one quadratic equation in two variables (F.3) - The solution of equations (which may include transcendental functions) by graphical methods (F.4) Quadratic Functions – 10.20 - Completing tables of values and drawing graphs of quadratic functions (A.3.3) - Simple examples involving functions of the roots of a quadratic equation (F.2) - The sum and product of the roots*2 (F.2) - Identifying functions as quadratic or not quadratic. - Given a quadratic function, find the value of y when x = ... - Given a point and a quadratic function, state whether the point lies on the function. Given a quadratic function, find the value of x when y = ... - Word problems involving these parameters. - Given a quadratic function, create a table of values and hence draw the graph of the function - Given a quadratic, sketch its graph by applying transformations (translations, reflections, 'stretching/ compressing') to the basic quadratic function y = x2. - Given a quadratic function, write it in the formy = (x - h)2 + k by completing the square, and hence sketch the graph (stating the coordinates of the vertex). - Given a quadratic function find its x-intercepts and/or its y- intercept. Sketching the quadratic function using the axes intercepts. - Given a quadratic function, find its axis intercepts, the equation of its axis of symmetry, and the coordinates of the vertex; and use these to sketch the graph of the function. - Given the axis of symmetry and one of the x-intercepts, find the other x-intercept. Given the axes intercepts, sketch the graph and then find the axis of symmetry. - Given a quadratic function, find the maximum/ minimum value and give the value of x at which it occurs. Word problems involving these parameters. *2 Supplement with (Haese Mathematics HL – Chapter 6C) Inequalities – 10.22 - Solving quadratic inequalities in one unknown and representing the solutionset on a number line (A.2.8) - Simple inequalities, linear and quadratic (F.3)


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- Given a number line, write what it shows in interval or square bracket notation (and vice versa). - Using interval notation or square bracket notation to describe inequalities. - Given a graph, draw the sign diagram. Given a function, draw the sign diagram (can be quadratic or rational, may need factorising to find critical values) - Solve inequalities involving quadratic functions, rational functions, functions involving radicals Polynomials – 10.24 - Use of the factor theorem for integer values of the variable (B.3) - Simple algebraic division (F.3) - The factor and remainder theorems (F.3) - Graphs of polynomials and rational functions with linear denominators (F.4) - Adding, subtracting and multiplying polynomials - Dividing a polynomial by a polynomial - Understanding and applying the remainder theorem - Understanding and applying the factor theorem Algebraic Proofs – Edexcel Mathematics A Chapter 23.6 - Proofs using algebra (A.2.2) Introduction to Differential Calculus – Edexcel Math B – Graphs Unit 9 - Finding the gradients of non-linear graphs by drawing a tangent (A.3.3) - Understanding the concept of a variable rate of change (A.3.4) - Differentiating integer powers of 𝑥𝑥 (A.3.4) - Determining gradients, rates of change, maxima and minima bydifferentiation and relating these to graphs (A.3.4) - Applying calculus to linear kinematics and to other simple practical problems (A.3.4) - The gradients of the graphs of 𝑦𝑦 = 𝐴𝐴𝑥𝑥3 + 𝐵𝐵𝑥𝑥2 + 𝐶𝐶𝑥𝑥 + 𝐷𝐷 + 𝐸𝐸

𝑥𝑥+ 𝐹𝐹

𝑥𝑥2 by drawing (B.4)

- Differentiation of integer powers of x (B.4) - Determination of gradients, rates of change, maxima and minima, stationary points (B.4) - Applications to linear kinematics and to other simple practical problems (B.4) Matrices – 10.28 - Representation of data by a matrix (B.5) - Addition and multiplication of matrices (B.5) - Multiplication of a matrix by a scalar (B.5) - Unit (identity) matrix and zero (null) matrix (B.5) - Determinants and inverses of non-singular 2 × 2 matrices (B.5) - Transformations of the plane associated with 2 × 2 matrices* (B.5) - Given a matrix, state its order. Identifying the element in a particular row/column. Given a scenario, construct a matrix or matrices to fit. - Given a pair of matrices, state why they are not equal. Given that a pair of matrices is equal, and some unknown elements in one or both matrices, find the unknown elements. - Adding and subtracting matrices (up to order 3×3). - Given a matrix A, find the scalar multiple kA (for some scalar k). Adding/subtracting matrices (where one or more of the matrices are multiplied by a scalar). Operations involving the zero matrix. Rearranging a matrix equation to make X the subject. - Given two matrices (or their orders) state whether or not their product may be found, and explain why. Given two matrices (and the order in which they are multiplied), find the product. Word problems involving these parameters. - Given a matrix, find the determinant (order 2×2 only). Given the coordinates of the vertices of a triangle, find its area (uses determinants). Word problems involving these. - Given a matrix (order 2×2), find its inverse. Given a matrix expression involving inverses, simplify it. - Matrix equations and simultaneous equations. Given an equation pair, solve simultaneously using matrices. *2 Supplement with (Edexcel Math B – Vectors and Matrices Unit 9)

Branch 3 – Geometry and Trigonometry Vectors – 10.17 - Understanding that a vector has both magnitude and direction (A.5.1) - Understanding and using vector notation (A.5.1) - Multiplying vectors by scalar quantities (A.5.1) - Adding and subtracting vectors (A.5.1) - Calculating the modulus (magnitude) of a vector (A.5.1) - Finding the resultant of two or more vectors (A.5.1) - Applying vector methods for simple geometrical proofs in 2-D (A.5.1) - Scalar and vector quantities (B.8) - Understand and use vector notation (B.8) - Representation of a vector by a directed line segment (B.8) - Parallel vectors, unit vectors (B.8) - Sum and difference of two vectors (B.8) - Modulus (magnitude) of a vector (B.8) - Multiplication of a vector by a scalar (B.8) - Find the resultant of two or more vectors (B.8) - Apply vector methods to simple geometrical problems (B.8) - Multiplication of a vector by a matrix (B.8) - Applying vector methods for simple geometrical proofs in 2-D (A.5.1)


11

- The addition and subtraction of coplanar vectors and the multiplication of a vector by a scalar (F.7) - Components and resolved parts of a vector (F.7) - Magnitude of a vector (F.7) - Position vector (F.7) - Unit vector (F.7) - Use of vectors to establish simple properties of geometrical figures (F.7)

Branch 4 – Statistics and Probability

Statistics – 10.9 - Constructing cumulative frequency diagrams from tabulated data (A.6.1) - Using cumulative frequency diagrams (A.6.1) - Constructing and interpreting histograms for unequal class intervals*1 (A.6.1) - Understanding the concept of average as a value which is representative of a set of data (A.6.2) - Finding the mean, median, mode and range for a discrete data set from a frequency table (A.6.2) - Selecting the most appropriate average (A.6.2) - Finding the modal class for grouped data (A.6.2) - Calculating an estimate for the mean for grouped data, using halfway values (A.6.2) - Estimating the median from a cumulative frequency diagram (A.6.2) - Understanding the concept of a measure of spread (A.6.2) - Estimating the quartiles and the interquartile range from given data or from a cumulative frequency diagram*2 (A.6.2) - Graphical representation of numerical data (B.10) - Determination of the mean, median and mode for a discrete data set (B.10) - Calculation of an estimate of the mean of a larger number of quantities given in grouped frequencies (B.10) - Determination of a modal class and the median for grouped data (B.10) *1 Supplement with (Edexcel Math B – Statistics Unit 5) *2 Supplement with (Edexcel Math A Book 1 – Handling Data Unit 5) Review of Topics in Preparation for the IGCSE Exam


12

KIST Language and Literature English Vertical and Horizontal Plan Unit One

Unit Two Unit Three Unit Four Unit Five Unit Six

Grade 6

The Shape of Our Destiny Global Context: Orientation in Space and Time Key Concept: Communication Text: ‘Holes’ by Louis Sachar

The Hero’s Journey Global Context: Personal and Cultural Expression Key Concept: Creativity Text: Selected myths, legends and folktales of various national origins

Poetry Global Context: Personal and cultural expression Key Concept: Creativity Text: A selection of poems

Friendship and Loss Global Context: Identities and Relationships Key Concept: Connections Text: ‘Bridge to Terabithia’ by Katherine Patterson

Stories of Freedom and Survival Global Context: Identities and Relationships Key Concept: Creativity Text: ‘I Am David’ by Ann Holm

Speak Up! – The Importance of Rhetoric Global Context: Globalization and Sustainability Key Concept: Communication Texts: A selection of speeches

Grade 7 New Traditions Global Context: Orientation in time and space Key Concept: Perspective Text: ‘The Whale Rider’ by Witi Ihimaera

Timeline of Poetry Global Context: Personal and cultural expression Key Concept: Creativity Text: A selection of poems

Good Things Come in Small Packages Global Context: Personal and Cultural expression Key Concept: Creativity Text: selection of short stories

A Perfect Society Global Context: Identities and Relationships Key Concept: Connections Text: ‘The Giver’ by Lois Lowry

Film as Text Global Context: Personal and Cultural expression Key Concept: Communication Text: ‘Lion’ by Garth Davis

Marketing the Magic! Theme Park Project Global Context: Personal and Cultural expression Key Concept: Communication

Grade 8 Welcome Fires – Writing for Community and Empathy Global Context: Identities and Relationships Key Concept: Personal and Cultural Expression Text: ‘Orchards’ by Holly Thompson

The W(hole) Truth - Language and the News Global Context: Orientation in time and space Key Concept: Communication Text: Online local and global news resources

True Stories – Writing to Engage and Inform Global Context: Orientation in time and space Key Concept: Connections Text: ‘Night’ by Elie Wiesel

Tales from Tokyo’s Past Global Context: Orientation in time and space Key Concept: Connections Text: selection of 20th cent. Japanese short stories in translation

Stay Gold, Ponyboy Global Context: Identities and relationships Key Concept: Change Text: ‘The Outsiders’ by S.E. Hinton

Walls! Film Festival Global Context: Personal and cultural expression Key Concept: Perspective Text: ‘October Sky’ directed by Joe Johnston

Grade 9 The Shape of Things We Say Global Context: Personal and cultural expression Key Concept: Communication Texts: Selection of poetry by Wilfred Owen, Siegfried Sassoon, Margaret Atwood and William Shakespeare

Language and Propaganda Global Context: Orientation in time and space Key Concept: Communication Text: a selection of non-literary

My Writing Spirit Global Context: Identities and relationships Key Concept: Creativity Text: ‘To Kill a Mockingbird’ by Harper Lee

Violent Delights, Violent Ends Global Context: Personal and cultural expression Key Concept: Perspectives Text: ‘Romeo and Juliet’ by William Shakespeare

We are Lonesome Animals Global Context: Fairness and Development Key Concept: Connections Text: ‘Of Mice and Men’ by John Steinbeck

Writing for Change! - Language and Editorials Global Context: Orientation in time and space Key Concept: Communication Text: a selection of articles and editorials

Grade 10 The Centre Cannot Hold Global Context: Identities and relationships Key Concept: Perspective Text: ‘Things Fall Apart’ by Chinua Achebe

Persepolis Global Context: Orientation in space and time Key Concept: Perspective Text: Persepolis

Poetry Global Context: Personal and cultural expression Key Concept: Communication Texts: A selection of poems

Macbeth Global Context: Fairness and development Key Concept: Creativity Text: ‘Macbeth’ by William Shakespeare

Language and campaigns Global Context: Personal and cultural expression Key Concept: Communication Text: a selection of campaigns

Kitchen Global Context: Orientation in space and time Key Concept: Communication Text: ’Kitchen’ by Banana Yoshimoto


13

KIST Language and Literature English Objectives (Grade 9) In order to: Students need to understand that: Objective A: Analysing i Analyse the content, context, language, structure, technique and style of

text(s) and the relationship among texts In order to analyse a text, the content, context, language, structure, technique, style of text and the relationship among texts need to be deconstructed and interpreted in detail

ii Analyse the effects of the creator’s choices on an audience The creator’s choices can position the audience to take on particular values, attitudes and beliefs

iii Justify opinions and ideas, using examples, explanations and terminology Opinions and ideas need to be supported with examples and explained using subject-specific terminology

iv Evaluate similarities and differences by connecting features across and within genres and texts

Making connections between the similarities and differences across and within genres and texts involves critiquing the features in detail

Objective B: Organising i Employ organizational structures that serve the context and intention The organizational structure of texts varies according to the genre, purpose and audience ii Organize opinions and ideas in a sustained, coherent and logical manner To communicate clearly, ideas and opinions need to be consistently ordered in a logical and

coherent manner iii Use referencing and formatting tools to create a presentation style

suitable to the context and intention Ideas and information gathered from sources need to be referenced and formatted correctly according to the genre, context and purpose

Objective C: Producing text i Produce texts that demonstrate insight, imagination and sensitivity while

exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process

Creators of texts can explore and reflect critically on ideas in new ways through personal engagement with the creative process

ii Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience

The linguistic, literary and visual choices that creators make impact on an audience

iii Select relevant details and examples to develop ideas

Ideas are developed through the use of relevant details and examples

Objective D: Using language i Use appropriate and varied vocabulary, sentence structures and forms of

expression Effective communication relies on appropriate and varied use of vocabulary, sentence structure and forms of expression

ii Write and speak in a register and style that serve the context and intention

The appropriate register and style of writing and speaking depends on the audience, context and purpose

iii Use correct grammar, syntax and punctuation Correct grammar, syntax and punctuation are necessary for clear communication iv Spell (alphabetic languages), write (character languages) and pronounce

with accuracy Correct spelling, character formation and pronunciation are necessary for clear communication

v Use appropriate non-verbal communication techniques The use of appropriate non-verbal techniques can enhance oral communication


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KIST Sciences Vertical and Horizontal Plan 6-10 MYP Structure G6 G7 G8 G9 G10

1

Introduction to science-methodologies and key

concepts

Fit and Healthy Nature of living organisms and

Structure and function in organisms (1).

Periodic Table and Stoichiometry (ch 5 &6)

Acids and Bases

2

Classification Ecosystems

Cells and Genetics and

natural selection

Ecology and the environment

Extraction of Metals and Electrolysis (Redox)

Organics

3

Simple chemical reactions

Matter atomic models/periodic

table/separating techniques

Inorganic chemistry (1) and

Principles of chemistry (1)

Nutrition and Cellular Energetics

enzymes

Reproduction and Pregnancy

4

Forces and Simple Machines

Reactivity of Metals and Reactivity Series

Physical chemistry Organ Systems Osmosis and diffusion

cells

Genetics and Evolution

5

Reproduction Plants and animals

Waves Light and sound

Solids, liquids and gases Heating effects of electric currents

Newtonian Mechanics

6

Planet Earth and Energy Resources

Space and Gravity and motion

Energy resources and energy transfers

Electromagnetic induction

Atomic, nuclear and Particle Physics

General Science Teacher Specialist Teacher for DP


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Sciences objectives and concepts unit plan (Grade 9) Textbook: Complete Biology, Chemistry & Physics IGCSE (3 separate textbooks) Topic 1- Periodic Table and Stoichiometry Students will be taught:

Knowledge Practical Skills & Processes:

Students will apply scientific knowledge to: • Describe common properties of transition metals • Describe formation of ions • Explain formation of ionic bonds between metals and

non-metals • Describe ionic lattices • State that non-metals for molecules by covalent

bonding • Represent covalently bonded molecules with dot-

cross diagrams • Describe the giant covalent structures of silicon,

graphite and diamond and relate them to their uses. • Deduce formulae of compounds from atom symbols,

numbers of atoms & ion tables. • Balance equations • Define relative atomic mass and relative molecular

mass

Students will develop and apply skills to: • Use Excel for data collection, processing

and presenting.

Topic 2- Extraction of Metals and Electrolysis Students will be taught:

Knowledge

Practical Skills & Processes:

• Students will apply scientific knowledge to: • understand that an electric current is a flow of

electrons or ions • understand why covalent compounds do not conduct

electricity • understand why ionic compounds conduct electricity

only when molten or in solution • understand that electrolysis involves the formation of

new substances when ionic compounds conduct electricity

• write ionic half-equations representing the reactions at the electrodes during electrolysis.

• explain how the methods of extraction of the metals in this section are related to their positions in the reactivity series

• describe and explain the extraction of aluminium from purified aluminium oxide by electrolysis, including:

i. the use of molten cryolite as a solvent and to decrease the required operating temperature

ii. the need to replace the positive electrodes iii. the cost of the electricity as a major factor

Students will develop and apply skills to: • Use Excel for data collection, processing

and presenting. • describe experiments to investigate

electrolysis, using inert electrodes, of molten salts such as lead(II) bromide and predict the products

• describe experiments to distinguish between electrolytes and non-electrolytes


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• write ionic half-equations for the reactions at the electrodes in aluminium extraction

• describe and explain the main reactions involved in the extraction of iron from iron ore (haematite), using coke, limestone and air in a blast furnace

• explain the uses of aluminium and iron, in terms of their properties.

Topic 3- Nutrition and Cellular Energetic Students will be taught:


Students will apply scientific knowledge to: • Characteristics of Living Organism

• Nutrition

o Organic molecules o Testing for carbs, lipids, proteins o ideal diet: carbs, proteins, lipids, vitamins,

minerals, water, fibre o deficiencies o food and energy 2.14 o energy balance; malnutrition 2.15, 2.16 –

Criterion D Project Food supply

• Plant Nutrition o Photosynthesis o Leaf Structure o Mineral requirements

• Animal Nutrition

o Diet o Food supply o Human alimentary canal o Mechanical & Physical digestion o Chemical digestion o Absorption o Assimilation

• Making microscope slides of plant & animal cells

• Use of microscopes • Testing Organic molecules experiments


17

Students will apply scientific knowledge to: • State the functions of xylem and phloem. • Identify the positions of xylem and phloem tissues

as seen in transverse sections of unthickened, herbaceous, dicotyledonous roots, stems and leaves.

• State their functions of root hair cells • State the pathway taken by water through root,

stem and leaf (root hair, root cortex cells, xylem, mesophyll cells).

• Define transpiration as evaporation of water at the surfaces of the mesophyll cells followed by loss of water vapour from plant leaves, through the stomata.

• Explain the mechanism of water uptake and movement in terms of transpiration producing a tension (‘pull’) from above, creating a water potential gradient in the xylem, drawing cohesive water molecules up the plant.

• Define translocation in terms of the movement of sucrose and amino acids in phloem; from regions of production to regions of storage OR to regions of utilisation in respiration or growth.

• Identify root hair cells, as seen under the light microscope

• Investigate, using a suitable stain, the pathway of water through the above-ground parts of a plant.

• Investigate and describe the effects of variation of temperature, humidity and light intensity on transpiration rate.

Topic 4- Organ Systems Students will be taught:


Students will apply scientific knowledge to the following: • Review plant and animal cells • Review what makes things living (MRS GREN) • Know the relationship between cells, tissues and

organs • Know the different organ systems of the human body

and how they work together to keep us alive • Look at a skeleton and memorize names of main

bones • Investigate the circulatory system • Be able to draw the heart • Distinguish between veins, arteries and capillaries • Know the different types of blood cells and their

functions • Be able to draw the digestive system • Know the functions of different organs and their role in

digestion • Know the role of enzymes in digestions and the

names of different ones in the organs • Be able to explain how a ham sandwich is digested • Know the parts of the respiratory system • Know how we breathe • Be able to explain how oxygen reaches the tissues

and respiration occurs • Know the parts of the reflex system and its differences

to the endocrine system

• Use bioviewers and microscopes • Dissect a heart • Examine blood and blood vessels under a

microscope • Catalase experiment with potatoes or liver • Examine a pair of lungs and look at how they

get oxygen • Reflexes experiments • Make models of the ribs and muscles for

breathing. • Design exercise experiments looking at heart

rate


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• Be able to draw nerve cells • Be able to explain the reflex arc

Topic 5- Heating Effects of Electric Currents Students will be taught:


Students will apply scientific knowledge to the following:

1. ELECTRIC CHARGE

• State that there are positive and negative charges • State that unlike charges attract and that like

charges repel • Describe simple experiment to show the production

and detection of electrostatics charges • Stare that charging a body involves the addition

and removal of electrons • Distinguish between electrical conductors and

insulators and give typical examples Supplement

• State that charge is measured in coulombs • State that the direction of an electric filed at a point

is the direction of the force on a positive charge at that point

• Describe an electric field as a region in which an electric charge experiences a force

• Describe simple field patterns, including field around a point charge, the field around a charged conducting sphere and the field between two parallel plates (not including end effects)

• Give and account of charging by induction • Recall and use simple electron model to distinguish

between conductors and insulators

2. CURRENT

• State that current is related to the flow of charge • Use and describe the use of an ammeter, both

analogue and digital • State that current is metals is due to a flow of

electrons Supplement

• Show understanding that a current is a rate of flow of charge and recall and use the equation I=Q/t

• Distinguish between the direction of flow of electrons and conventional current

3. ELECTROMOTIVE FORCE

• State that the e.m.f. of an electrical source of

energy is measured in volts Supplement

Students will develop and apply skills to:

• Identify different ways to electrically charge some objects

• Use electroscopes to study electrostatic induction

• Study electric field configurations with a high voltage power supply and electric field lines with a Van der Graff

• Use a multimeter to measure voltage and current

• Make simple circuits and study their applications

• Manipulate analogue and digital meters • Design experimental investigations about

factors affecting the conduction of electricity through a current-carrying wire

• Investigate light dependent resistors and thermistors

• Use spreadsheets to collect, present and analyse experimental data.

• Solve past paper questions from IGCSE exams


19

• Show an understanding that e.m.f is defined in terms of energy supplied by a source in driving charge round complete circuit

4. POTENTIAL DIFFERENCE

• State that potential difference (p.d.) across a circuit component is measured in volts

• Use and describe the use of a voltmeter, both analogue and digital

• Recall that 1V is equivalent to 1J/C 5. RESISTANCE

• State that resistance=p.d./current and understand

qualitatively how changes is p.d. or resistance affect the current

• Recall and use the equation R=V/I • Describe an experiment to determine the

resistance using a voltmeter and an ammeter • Relate( without calculation) the resistance of a wire

to its length and to its diameter Supplement

• Sketch and explain the current-voltage characteristic of an ohmic resistor and a filament lamp

• Recall the use of quantitatively the proportionality between resistance and length, and the inverse proportionality between resistance and cross-sectional area of a wire.

6. ELECTRICAL WORKING

• Understand that electric circuits transfer energy

from the battery or power source to the circuit components then into the surroundings

• Recall and use the equations P=IV and E=IVt

7. CIRCUIT DIAGRAMS

• Draw and interpret circuit diagrams containing sources, switches, resistors (fixed and variables) heaters, thermistors, light-dependent resistors, lamps, ammeters, voltmeters, galvanometers, magnetizing coils, transformers, fuses, relays and diodes.

8. SERIES AND PARALLEL CIRCUITS

• Understand that the current at every point in a

series circuit is the same • Give the combined resistance of two or more

resistors in series • State that, for a parallel circuit, the current from the

source is larger than the current in each branch • State that the combined resistance of two resistors

in parallel is less than of either resistor itself • State the advantages of connecting lamps in

parallel in a lighting circuit Supplement

• Calculate the combined e.m.f of several sources in series


20

• Recall and use the fact that the sum of p.ds across the components in a series circuit is equal to the total p.ds across the supply

• Recall and use the fact that the current from the source is the sum of the currents in the separate branches of the parallel circuit

• Calculate the effective resistance of two resistors in parallel

9. ACTION AND USE OF CIRCUIT

COMPONENTS

• Describe the action of a variable potential divider (potentiometer)

• Describe the action of a thermistor and light dependent resistors and show understanding of their use as input transducers

• Describe the action of a relay and show understanding of its use in switching circuits

• Describe the action of a diode and show understanding of its use as a rectifier

• Recognize and show understanding of circuits operating as light-sensitive switches and temperature-operated alarms (to include the use of a relay)

10. DANGERS OF ELECTRICITY

• State the hazards of damaged insulation,

overheating cables and damp conditions • State that a fuse protects a circuit • Explain the use of fuses and circuit breakers and

choose appropriate fuse ratings and circuit breaker settings

• Explain the benefits of earthling metal cases

Topic 6- Electromagnetic Induction Students will be taught:


Students will apply scientific knowledge to:

11. SIMPLE PHENOMENA OF MAGNETISM

• Describe the forces between magnets, and between magnets and magnetic materials

• Give an account of induced magnetism • Distinguish between magnetic and non-magnetic

materials • Describe methods of magnetization, to include

stroking with a magnet, use of d.c. in a coil and hammering in a magnetic field

Students will develop and apply skills to:

• Investigate magnetic fields with iron filings

and compasses • Look at the field around a wire • Build and test electromagnets with basic

materials • Build simple motors • Investigate experimentally electromagnetic

induction • Use a dynamo • Investigate the motor effect • Research different types of power stations


21

• Draw the pattern of magnetic field lines around a bar magnet

• Describe an experiment to identify the pattern of magnetic field lines, including the direction

• Distinguish between magnetic properties of soft iron and steel

• Distinguish between the design and use of permanent magnets and electromagnets

• Explain that magnetic forces are due to interactions between magnetic fields

12. ELECTROMAGNETIC INDUCTION

• Show understanding that a conductor moving

across a magnetic field or a changing magnetic field linking with a conductor can induce an e.m.f in the conductor

• Describe an experiment to demonstrate electromagnetic induction

• State the factors affecting the magnitude of an induced e.m.f

Supplement • Show understanding that the direction of an

induced e.mf opposes the change causing it • State and use the relative directions of force, field

and induced current

13. a.c. GENERTOR

• Distinguish between direct current (d.c) and alternating current (a.c)

• Describe and explain a rotating coil generator and the use of slip rings

• Sketch a graph of voltage output against time for a simple a.c. generator

• Relate the position of the generator coil to the peaks and zeros of the voltage output

14. TRANSFORMER

• Describe the construction of a basic transformer

with a soft-iron core, as used for voltage transformations

• Recall and use the equation (Vp/Vs)=(Np/Ns) • Understand the terms step-up and step-down • Describe the use of the transformer in high-voltage

transmission of electricity • Give the advantages of high-voltage transmission

Supplement • Describe the principle of operation of a transformer • Recall and use the equation IpVp=IsVs (for 100%

efficiency) • Explain why power losses in cables are lower when

the voltage is high

15. THE MAGNETIC EFFECT OF A CURRENT

• Describe the pattern of the magnetic field (including direction) due to currents in straight wires and in solenoids

• Build transformers • Use spreadsheets to collect, present and

analyse experimental data. • Solve past paper questions from IGCSE

exams


22

• Describe applications of the magnetic effect of a current, including the action of a relay

Supplement • State the qualitative variation of the strength of the

magnetic field over salient parts of the pattern • State that the direction of the magnetic field line at

a point is the direction of the force on the N pole of a magnet at that point

• Describe the effect on the magnetic field of changing the magnitude and direction of the current

16. FORCE ON A CURRENT-CARRYING

CONDUCTOR

• Describe an experiment to show that a force, acts

on a current-carrying conductor in a magnetic field, including the effect of reversing the current, and the direction of field

• State the relative directions of force, field and current

• Describe an experiment to show the corresponding force on beams of charged particles

17. d.c. MOTORS

• State that a current-carrying coil in a magnetic field

experiences a turning effect and that the effect is increased by increasing the number of turns of the coil, increasing the current, and increasing the strength of the magnetic field

• Relate this turning effect to the action of an electric motor including the action of a split-ring commutator


23

K. International School Tokyo – Individuals and Societies Scope and Sequence Grades 6-10

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Unit 1

Subject: Geography Topic: Global Citizen Key Concept: Global interactions Related Concepts: Power, choice Global Context: Global. & sustainability

Subject: Geography Topic: Globalization Key Concept: Change Related Concepts: Globalization; processes Global Context: Global. & sustainability

Subject: Global Politics Topic: How are societies governed? Key Concept: Systems Related Concepts: Power Global Context: Fairness and development

Subject: History Topic: Age of Imperialism Key Concept: Change Related Concepts: Causality, resources, power Global Context: Identities and rel.

Subject: Geography Topic: Development Key Concept: Global Interactions Related Concepts: Patterns and trends, processes, disparity and equity Global Context: Fairness and development

Unit 2

Subject: Geography Topic: What is Geography? Key Concept: Time, Place, and Space Related Concepts: Scale and patterns Global Context: Orient in space & time

Subject: Geography Topic: Environmental Conservation Key Concept: Systems Related Concepts: Causality, mgt and intervention, sustainability Global Context: Global. & sustainability

Subject: ITGS Topic: Technology Key Concept: Global Interactions Related Concepts: Perspective, Innovation, Revolution Global Context: Identities and rel.

Subject: History Topic: Identity and Resistance Key Concept: Change Related Concepts: Causality, Rights, Identity Global Context: Personal & cultural exp.

Subject: History Topic: Trade and Exchange Key Concept: Global interactions Related Concepts: Cooperation Global Context: Global. & sustainability

Unit 3

Subject: History Topic: What is History? (What can we learn from different civilizations) Key Concept: Time, Place, and Space Related Concepts: Sig, Inn, Rev. Global Context: Scientific.& tech. inn.

Subject: History Topic: Middle Ages Key Concept: Time, Place, and Space Related Concepts: Perspective, Identity Global Context: Fairness & development

Subject: Geography Topic: Urban Environments Key Concept: Systems Related Concepts: Patterns and trends Global Context: Fairness & development

Subject: History Topic: Technology and Power during the Cold War Key Concept: Change Related Concepts: Conflict, Ideology Global Context: Scientific and tech. inn.

Subject: History Topic: Civil Rights Key Concept: Change Related Concepts: Community, rights, integration Global Context: Fairness and development

Unit 4

Subject: Geography Topic: Settlements Key Concept: Change Related Concepts: Processes, Sustainability Global Context: Identities and Relationships

Subject: History Topic: Age of Exploration Key Concept: Global Interactions Related Concepts: Causality Global Context: Orient in space & time

Subject: Sociology Topic: What is Culture? Key Concept: Time, Place, and Space Related Concepts: Culture, Identity Global Context: Personal and cultural expression IDU with Art and Music

Subject: Economics Topic: Fundamentals of Microeconomics Key Concept: Systems Related Concepts: Resources, scarcity Global Context: Fairness and development

Subject: Psychology Topic: Situational Variables Key Concept: Time, Place, and Space Related Concepts: Cognition, group, mind Global Context: Identities and relationships IDU with Lang & Lit

Unit 5

Subject: History Topic: Diseases that changed History Key Concept: Change Related Concepts: Causality, significance Global Context: Scientific & Tech. Inn

Subject: Geography Topic: Sustainable Energy Key Concept: Time, place, space Related Concepts: Resources Global Context: Scientific and technological innovation

Subject: History Topic: Why do societies experience revolution? Key Concept: Change Related Concepts: Causality, significance Global Context: Orient in space & time

Subject: Geography Topic: Global resource consumption & security Key Concept: Global Interactions Related Concepts: Sustainability, Causality Global Context: Global. & sust.

Subject: Economics Topic: Production Possibilities Curve Key Concept: Systems Related Concepts: Model, scarcity, growth Global Context: Global. & sustainability

Unit 6

Subject: Geography Topic: Plate tectonics, earthquakes, and volcanoes Key Concept: Systems Related Concepts: Causality., networks, processes Global Context: Orientation in space & time IDU with Science

Subject: History Topic: Ideas and Innovations Key Concept: Change Related Concepts: Causality, innovation, revolution Global Context: Personal and Cultural expression

Subject: Business Management Topic: What is Business? Key Concept: Change Related Concepts: Perspective, strategy, structure Global Context: Identities and rel.

Subject: Geography Topic: Population Change Key Concept: Time, Place and Space Related Concepts: Patterns and Trends Global Context: Orient in space & time

Subject: History Topic: MYP Capstone Key Concept: Global interactions Related Concepts: Significance Global Context: Fairness and development


24

Prescribed Learning Outcomes (Grade 9)

The prescribed learning outcomes define what students are expected to know and be able to do by the end of each grade of study.

Unit 1 – Age of Imperialism

• Explore and evaluate the strategic, economic, religious, technological, nationalistic and population driven reasons for the growth of imperialism.

• Discuss the various perspectives of those involved in or affected by nineteenth century imperialism. • Describe the development of European imperialism around the world (Southeast Asia, South Pacific, India, Africa). • Analyze the effects of European colonialism on their colonies. • Analyze the responses to imperialism. • Evaluate primary and secondary sources and synthesize information to gain new understanding.

Unit 2 – Art, Culture, Identity, and Resistance

• Analyze the role of identity in the Indian nationalist movement and the anti-apartheid movement.

Unit 3 – Technology and Power during the Cold War

• Describe the state of Europe after WWII. • Evaluate the similarities and differences between communism and capitalism. • Discuss the impact of technology on defining superpowers and their spheres of influence. • Identify remnants of the cold war today.

Unit 4 – Fundamentals of Microeconomics

• Describe the meaning of the term “market.” • Explain that a demand curve represents the relationship between the price and the quantity demanded of a product; and a supply curve

represents the relationship between the price and quantity supplied of a product. • Use given data to draw a demand and/or supply curve. • Explain how factors may change the demand and/or supply curve. • Describe the differences between movements along and shifts of the demand and/or supply curve. • Describe how shifts of the demand and/or supply curve may lead to excess demand or excess supply. • Use given data to draw either excess demand or excess supply.

Unit 5 – Global resource consumption and security

• Describe the concept of the ecological footprint. • Describe the water-food-energy nexus. • Examine the UN Sustainable Development Goals related to sustainable use of water-food-energy resources.

Unit 6 – Population Change

• Describe the changes in world population since 1800. • Use given data to construct and describe a population pyramid. • Explain factors which influence fertility and mortality. • Identify demographic dividends related to a youthful population and ageing population. • Explain the positive and negative effects of migration.

• Describe the role of different factors that played in the origins of the nationalist movement in India. • Describe the methods that the Indian nationalist movements used to achieve independence. • Use primary and secondary sources to analyze the factors that led to the nationalist movement in India. • Describe the division of Africa into spheres of influence during the 18th and 19th centuries. • Identify the connections between South African colonization, decolonization, apartheid and the anti-apartheid movement. • Analyze art, songs and poetry from South African and Indian movements and synthesize with historical context to

interpret and evaluate.


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KIST Language Acquisition Japanese Curriculum Content Unit One

Unit Two Unit Three Unit Four

Grade 6 Japanese

Unit 1: Myself & the Others Global Context: Identities & Relationships Key Concept: Connection Related Concepts: Audience, Convention, Empathy

Unit 2: Family Global Context: Identities & Relationships Key Concept: Connection Related Concepts: Audience, Convention, Empathy

Unit 3: School Global Context: Fairness & Development Key Concept: Culture Related Concepts: Structure, Message, Purpose

Unit 4: Sports and Leisure Global Context: Identities & Relationships Key Concept: Culture Related Concepts: Audience, Patterns, Theme

Grade 7 Intensive English

Unit 1: My Town Global Context: Globalization & Sustainability Key Concept: Connection Related Concepts: Context, Point of view, Purpose

Unit 2: Daily Routine Global Context: Orientation in time & space Key Concept: Communication Related Concepts: Message, Idiom, Purpose

Unit 3: Weather & Seasons Global Context: Globalization & Sustainability Key Concept: Change Related Concepts: Word choice, Context, Idiom

Unit 4: Health Global Context: Identities & Relationships Key Concept: Identity Related Concepts: Purpose, Function, Empathy

Grade 8 Intensive English

Unit 1: Food Global Context: Globalization & Sustainability Key Concept: Culture Related Concepts: Accent, Conventions, Themes

Unit 2: Holidays Global Context: Identities & Relationships Key Concept: Culture Related Concepts: Form, Purpose, Stylistic choices

Unit 3: Entertainment Global Context: Personal & Cultural Expression Key Concept: Creativity Related Concepts: Meaning, Message, Theme

Unit 4: Personal Relationships Global Context: Fairness & Development Key Concept: Communication Related Concepts: Message, Word choice, Voice

Grade 9 Language Acquisition

Unit 1: Career Global Context: Identities & Relationships Key Concept: Connection Related Concepts: Concept, Function, Purpose

Unit 2: Traveling Global Context: Orientation in time & space Key Concept: Creativity Related Concepts: Audience, Structure, Purpose

Unit 3: Short Stories Global Context: Personal & Cultural Expression Key Concept: Creativity Related Concepts: Context, Theme, Form

Unit 4: Japanese Modern Culture Global Context: Personal & Cultural Expression Key Concept: Culture Related Concepts: Function, Audience, Stylistic choice

Grade 10 Language Acquisition

Unit 1: Environment Global Context: Globalization & Sustainability Key Concept: Connection Related Concepts: Message, Point of view, Argument

Unit 2: Media & Technology Global Context: Scientific & Technical Innovation Key Concept: Communication Related Concepts: Meaning, Audience, Bias

Unit 3: Social Issues Global Context: Fairness & Development Key Concept: Connection Related Concepts: Form, Point of view, Argument

Unit 4: Festival Global Context: Personal & Cultural Expression Key Concept: Culture Related Concepts: Patterns, Conventions, Purpose

Grade 11 Language Acquisition (HL Only)

Unit 1:Communication and the media

Unit 2: Global issues Unit 3: Literature Text: ‘”Bocchan” by Soseki Natsume

Unit 4: Literature Text: “Tasebune” by Ogai Mori.

Grade 12 Language Acquisition (HL Only)

Unit 1: Social relationships

Unit 2: Science & Technology Unit 3: Customs and Traditions Unit 4: Leisure


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Prescribed Learning Outcomes (Grade 9)

The prescribed learning outcomes define what students are expected to know and be able to do by the end of each grade of study.

Unit 1 - Career

• The students take an aptitude test about future job. • The students will be able to explore career possibilities and make career decisions. • The students will recognize the significance of foreign languages in careers. • The students will write an opinion essay about the opinion of learning language.

Text Type: written correspondence, diary, blog

Unit 2 - Traveling

• Students will learn about locations in Japan. • Students will understand how to buy the train or plane tickets. • Students will recognize what kind of accommodation is available for the trip. • Students will be able to make a travel plan and travel schedule.. • Students will ask for necessary travel information at the tourist information center. • Students will discuss manner which we need to care during trip.

Text Type: pamphlet, article, review

Unit 3 - Short Stories

• Students will learn how to create their own short stories. • Students will be accustomed to consulting an English – Japanese dictionary. • Students will learn how to make the plot. • Students will learn how to organize the layout of each page. • Students will image the scene of the story and make a play with their class mate.

Text Type: essay

Unit 4 - Modern Arts

• Students will learn the importance of Japanese contemporary arts. • Students will learn how to do Japanese society affect the Japanese art. • Students will go to Mitsuo Aida’s museum and learn his calligraphy’s style and his poems. • Students will select one of the Japanese contemporary arts and present it orally and then write about it as

a short essay.

Text Type: article, review


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KIST Language and Literature Japanese Vertical and Horizontal Plan Unit One

Unit Two Unit Three Unit Four

Grade 6

Ikenbun Global Context: Personal & Cultural Expression Key Concept: Communication Related Concepts: Purpose, Point of view, Self-expression, Audience imperative

Yamanashi (Miyasawa Kenji) Global Context: Globalization & Sustainability Key Concept: Perspective Related Concepts: Intertextuality, Point of view, Style

Shinbun - Koukoku Global Context: Fairness & Development Key Concept: Communication Related Concepts: Structure, Point of view, Purpose

Haiku Global Context: Personal & Cultural Expression Key Concept: Creativity Related Concepts: Style, Self-expression, Theme

Grade 7 Senden Global Context: Personal & Cultural Expression Key Concept: Communication Related Concepts: Purpose, Style

Taketori Monogatari Global Context: Orientation in time & space Key Concept: Connection Related Concepts: Character, Point of view, Setting

Edo kara no message Global Context: Personal & Cultural Expression Key Concept: Connection Related Concepts: Theme, Point of view, Setting

Shi Global Context: Identities & Relationships Key Concept: Creativity Related Concepts: Theme, Style, Self-expression

Grade 8 Hyouronbun Global Context: Personal & Cultural Expression Key Concept: Perspective Related Concepts: Genre, Point of view, Context

Tanka Global Context: Personal & Cultural Expression Key Concept: Creativity Related Concepts: Style, Theme, Intertextuality

Media ron Global Context: Personal & Cultural Expression Key Concept: Communication Related Concepts: Purpose, Style, Audience imperative

Dazai Osamu Global Context: Identities & Relationships Key Concept: Perspective Related Concepts: Point of view, Intertextuality, Context

Grade 9 Media ron Global Context: Personal & Cultural Expression Key Concept: Communication Related Concepts: Purpose, Theme, Audience imperative

(Takasebune) Mori Ougai Global Context: Personal & Cultural Expression Key Concept: Perspective

Koten – Tanka - Zuihitsu Global Context: Identities & Relationships Key Concept: Connection Related Concepts: Intertextuality, Genre, Setting

Shi no bunseki Global Context: Personal & Cultural Expression Key Concept: Perspective Related Concepts: Audience imperative, Context, Purpose

Grade 10 Gengo to bunka (shouronbun) Global Context: Personal & Cultural Expression Key Concept: Communication Related Concepts: Setting, Structure, Purpose

Hyouronbun Global Context: Orientation in time & space Key Concept: Perspective Related Concepts: Style, Point of view, Purpose

Zuihitsu Global Context: Personal & Cultural Expression Key Concept: Connection Related Concepts: Point of view, Setting, Theme

Souseki Global Context: Personal & Cultural Expression Key Concept: Perspective Related Concepts: Character, Theme, Self-expression

Grade 11 Part One: Language and cultural Context Learning Outcomes:

- Analyse how audience and purpose affect the structure and content of texts. - Analyse the impact of language change. - Demonstrate an awareness of how language and meaning are shaped by culture and Context.

Topics: History and Evolution, Language and Gender, Language and the individual, Language and Power Texts: various non-fiction and literary texts. ‘Nihongo to Gaikokugo’ by Takao Suzuki

Part Four: Literature Critical Study Learning Outcomes:

- Explore literary works in detail - Analyse elements such as theme and the ethical stance or moral values of literary texts. - Understand and make appropriate use of literary terms.

Texts: ‘Okuno Hosomichi” by Basho Matsuo (SL and HL), ‘Kokoro’ by Souseki Natsume (SL and HL) ‘Short Stories: Rashoumon, Hana, Imogayu, Kumono ito’(HL only)

Grade 12 Part One: Language and cultural Context Learning Outcomes:

- Analyse how audience and purpose affect the structure and content of texts. - Analyse the impact of language change. - Demonstrate an awareness of how language and meaning are shaped by culture and Context.

Topics: History and Evolution, Language and Gender, Language and the individual, Language and Power Texts: various non-fiction and literary texts. ‘Nihongo to Gaikokugo’ by Takao Suzuki

Part Four: Literature Critical Study Learning Outcomes:

- Explore literary works in detail - Analyse elements such as theme and the ethical stance or moral values of literary texts. - Understand and make appropriate use of literary terms.

Texts: ‘Okuno Hosomichi” by Basho Matsuo (SL and HL), ‘Kokoro’ by Souseki Natsume (SL and HL) ‘Short Stories: Rashoumon, Hana, Imogayu, Kumono ito’(HL only)


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G９ユニット１：メディア論

• 「メディア社会を生きる」を読み内容を理解する。 • 筆者の意見をもとに、自分の意見や考えをもつ。 • メディアの中の一つである新聞を読み、記事を簡潔にまとめ発表する • 新聞の紙面構成の特徴を知る • 数社の新聞を比べ、相違点と類似点を話し合う • 身近な話題や世界的な話題などから記事を書き、グループ活動で新聞を作る。 • プロジェクターを使い創作した物語を映画にする。

G９ユニット２：文学「高瀬舟」

• 描写に着目して登場人物像を読み取る • 未知の言葉を理解し、書かれている内容を理解し要約する • 作品の主題を読み取る • 作品の時代を読み取る • 作品に登場する人物のその後の生き方について考え、続きの物語を書く

G９ユニット３：古典短歌・随筆

• 万葉・古今・新古今の短歌を鑑賞し、感想をのべる • 短歌に詠まれている作者の気持ちを考える • 作者の時代背景を歴史の教科書やインターネットで調べる • 調べたことを簡潔にまとめ、各グループで年表をつくる • 生徒各々が責任を持って活動に取り組むことにより、古代から現代までの日本の歴史年表が作

り上げる。 • 「おくのほそ道」が書かれた時代と作者について知る

・芭蕉の人生観について考える・徒然草・平家物語なども音読し、古典の言葉の響きを味わう・松尾芭蕉の一生について調べ、俳句と歴史との関わりについて調べる

• Unit 4: 詩の解析

G９ユニット４：詩の解析

• 作品中に述べられている事実や根拠を確かめながら、筆者の意見を読み取る • 全体の見た目にも着目し、連の論理的な構成をとらえる • わかりやすい構成の仕方を考える


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K. International School Tokyo – Visual Art Scope and Sequence Grades 6-10

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10

Unit 1

Self-Image Global Context: Key Concept: Personal and Cultural Expression Focus Artists/Forms: Van Gogh, Frida Kahlo, Portraiture, Visual Recording. Media: Graphite, Watercolour, Pencil Crayon

Fashion Fusion Kimono Global Context: Globalization and Culture Key Concept: aesthetic Focus Artists/Forms: Kimono, Ka mon, European heraldry. Media: pencil, paint, print

Graphic packaging Global Context: sustainabillity Key Concept: Change Focus Artists/Forms: Cubism, keith Harring, Jon Burgerman. Media: Watercolour, acrylic, 3D paper construction.

Contemporary Graffiti Global Context: Personal and cultural expression. Key Concept: Communication

Focus Artists/Forms: los bros, keith haring, typography, youth culture. Media: Pencil crayon, acrylic, graphite.

Fantasy and Imagination Global Context: Personal and Cultural Expression Key Concept: Aesthetics Focus Artists/Forms: Narrative, line and colour, Searle, Quentin Blake. Media: Ink, watercolour, pastel and digital .

Unit 2

Finder Keepers Objects and Collections Global Context: identities and relationships Key Concept: aesthetics Focus Artists/Forms: Curiosity cabinets, Michael Craig Martin Media: Graphite, Water colour, Acrylic, Clay Relief.

Pop Graphics - Diorama Global Context: personal and cultural expression. Key Concept: Narrative Focus Artists/Forms: Quentin Blake, Stan Lee, Lichtenstein, perspective, Graphic novels, manga , comic books. Media: Mixed media, Aerosol paint , ink.

Printed People Global Context: Aesthetics Key Concept: Personal and cultural expression Focus Artists/Forms: Matt Ward, German Expressionism. Kirchener , Munch

Media: Lino printing, Paper printing, Graphite, Ink.

Culture Vs Subculture Global Context: Identities and relationships Key Concept: Identity Focus Artists/Forms: Delacroix, Fashion,

Media: Mixed, Painting, Drawing collage

Self-Directed theme DESIGN Global Context: Identities and personal relationships Key Concept: Change Focus Artists/Forms: Various stimuli given on a range of open themes or conceptual ideas. Media: Various.

Unit 3 Optional Unit may be substituted for unit 1 or 2.

Fantasy Landscapes Global Context: Orientation in time and space Key Concept: Change Focus Artists/Forms: David Hockney Turner, Monet and Serat. Media: Pastel, collage, watercolour, Raised surface.

ID Collage Global Context: Identities and Relationships Key Concept: Identity Focus Artists/Forms: Poallozi, Hoch and Collage Media: Mixed media, paper, digital.


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Prescribed Learning Outcomes Grade 9 (MYP Year 5)

In order to: Students need to understand that:

What will students do in the classroom to help them arrive at the understandings and practise the skills

necessary to meet the objectives?

A Knowing and Understanding

i.

Demonstrate knowledge and understanding of the art form studied, including concepts, processes, and the use of subject-specific terminology.

Describing and analysing art forms using specific terminologies and language convey meaningful artistic ideas.

• Use the visual elements and principles of art and design in written and visual forms.

• Use the visual elements terminologies when writing about their own work and others.

• Use subject specific terminology when presenting and talking about their own work and others.

ii. Demonstrate an understanding of the role of the art form in original or displaced contexts.

Social attitudes and historical happenings reflect and involve art forms of the time and age they are made. Comparing and contrasting different works can help to identify connections.

• Explore and evaluate the artwork of artists in different time periods and cultures.

• Critique the work of different time periods by using established comparing and contrasting methods.

iii.

Use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.

Use of specific terminology and utilisation of artistic techniques can inform and inspire personal visual work.

• Outline and present their own artwork and interpret their intentions using specific terminology.

• Demonstrate the use of terminology to describe processes throughout the year in the process journal.


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B Developing Skills

i.

Demonstrate the acquisition and development of the skills and techniques of the art form studied.

Frequent and ongoing practise and experimentation with targeted practical media will enable development of skills.

• Explore different materials in a practical setting and experiment with materials more than once to refine the process.

ii. Demonstrate the application of skills and techniques to create, perform and/or present art.

A wide range of tested media and experimental artistic practice can refine and develop skills.

• Explore different two dimensional and three dimensional materials in different combinations and experiment with varied practical outcomes.




C Thinking Creatively

i. Develop a feasible, clear, imaginative and coherent artistic solution.

Identifying a clear and workable idea is fundamental to the creative process.

• Identify and formulate a clear idea that reflects a personal intention of the student based on the selected brief.

• Develop a coherent solution by experimentation with media and evaluation in the process journal.

ii. Demonstrate a range and depth of creative-thinking behaviours.

Trying a range of possibilities before establishing a final outcome produces more creative and feasible solutions.

• Develop a range of different samples of possible visual outcomes using different material combinations and assess their success.

• Demonstrate working with more than one material and individual experimentation that is suitable for the selected art form studied.

iii. Demonstrate the exploration of ideas to shape artistic intention through to a point of realisation.

Identifying cyclical theoretical and practical experimentation

and exploration of ideas help to realise a creative solution.

• Evaluate and present their own outcomes with self and others to then refine and develop their ideas further.

• Demonstrate ongoing reflection and evaluation in their process journal.


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D Responding

i. Construct new meaning and transfer learning to new settings.

Identifying specific and relevant connections of ideas help to widen personal understanding and apply them to new ones.

• Use identified connections and ideas in groups and class to create a personal response guided by the studied art form.

• Demonstrate these connections in written individual and comparative tasks.

• Compare and critique the work of selected different time periods and styles.

ii. Create an artistic response that intends to reflect or impact on the world around them.

Artists and designers gain inspiration from everyday settings and the world around them to make a statement on a particular subject.

• Explore different sources of inspiration in visual and written forms.

• Identify and evaluate selected artists and art forms sources of inspiration to understand the visual process.

• Develop a personal response that intends to impact or reflect current topics in society.

iii. Critique the artwork of self and others.

Evaluating and critically assessing their work and others is helpful to the progression of skills and ideas.

• Critique and outline their finished product and that of others, using ongoing reflective processes.

• Critique and compare their own work to that of others, and formulate helpful solutions for critical feedback.


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K. International School Tokyo – Music Scope and Sequence Grades 6-10 Grade Unit 1 Unit 2

Gra

de 6

Title: Elements of Music Through the activities of composing, improvising, performing, listening and appraising, students will understand what features make a satisfying melody. They will be able to compose their own melodies. Students will apply their knowledge and understandings of the elements of music to each of these activities. Statement of Inquiry: Music is a language with universal appeal, but to think about and express our own interpretations, we must know and understand musical terminology. Key Concept: Communication Related Concepts: Structure/Interpretation Global Context: Orientation in Space and Time

Title: One Man’s Legacy – The Story of Wolfgang Amadeus Mozart Through watching some scenes from the movie Amadeus and the activities of listening and appraising, students will understand main features and genres of Classical Era. They will be able to operate with subject-specific terminology related to the features and genres common for Classical era. Students will apply their knowledge and understandings of the elements of music studied in Unit 1 to each of these activities. Statement of Inquiry: Expressing our own artistic intentions in innovative ways changes artistic boundaries. Key Concept: Aesthetics Related Concepts: Innovation/Boundaries Global Context: Identities and Relationships

Gra

de 7

Title: Instruments of Western Symphonic Orchestra 1 unit per semester (Part 1) Through the activity of making musical instruments, students will gain knowledge of acoustics, understand how the materials they use will affect the sound, and experience the joy of invention. When this activity is completed, students will play their own instruments and experience being in an orchestra as a class together for the first time. Statement of Inquiry: Instrumental tone-color is a powerful tool which reflects cultural identities and can be used for expression. Key Concept: Communication Related Concepts: Presentation/Audience Global Context: Personal and Cultural Expression

Title: Instruments of Western Symphonic Orchestra 1 unit per semester (Part 2) Through the activities of active listening and appraising, improvising and performing, each student will demonstrate knowledge and an understanding of different musical instruments. By the end of the unit students should be able to differentiate musical instruments of a symphonic orchestra acoustically and visually as well as describe and identify most common types of instrumental ensembles (e.g. symphony orchestra, chamber orchestra quartet, trio etc.) Statement of Inquiry: Instrumental tone-color is a powerful tool which reflects cultural identities and can be used for expression. Key Concept: Communication Related Concepts: Presentation/Audience Global Context: Personal and Cultural Expression

Gra

de 8

Title: Graphic Notation Through the activities of composing, performing, listening and appraising, students will understand how to operate with graphic notation. They will be able to compose, record and perform their own music pieces based on the notation created by themselves. Statement of Inquiry: Music is a universal communicating tool but to store it for future performances, different methods might be used.

Title: Human Voice Through the activities of researching, ensemble performing, active listening and appraising, students will get to know the possibilities of their own voices, various operatic and pop voices, as well as different vocal and vocal-instrumental music examples representing the variety of vocal music genres. Statement of Inquiry: Human voice is the most powerful tool in communicating ideas and expressing opinions.


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Key Concept: Aesthetics Related Concepts: Interpretation//Expression Global Context: Personal and Cultural Expression

Key Concept: Communication Related Concepts: Expression/Presentation Global Context: Personal and Cultural Expression

Gra

de 9

Title: Music as a Language Through the activities of composing, improvising, performing, listening and appraising, students will understand how specific composing devices used in a certain way can deliver a particular message to the audience. Non-verbal ways of communication are able to send the message as well as verbal. Students will compose a piece of music and perform it in groups. Statement of Inquiry: Interests and passions can be expressed through the arts and shared with the community. Key Concept: Communication Related Concepts: Expression/Audience Global Context: Personal and Cultural expression

Title: Jazz Through the activities of performing, improvising, listening and appraising, students will be able to recognize and understand how to improvise using the 12-bar blues. Students will research and analyze how jazz pieces are different from classical music. Statement of Inquiry: Experimenting with aesthetics and specific patterns can lead to innovative ways of expressing ourselves. Key Concept: Aesthetics Related Concepts: Composition/Genre Global Context: Scientific and Technical Innovation

Gra

de 1

0 Title: Music as Background Students will learn that specific compositional devices used in a certain way can highlight the effects of human acting in movie scenes. Students will compose original musical accompaniment to a silent movie clip. Statement of Inquiry: The way we create and communicate reflects our personal and cultural values. Key Concept: Communication Related Concepts: Composition/Audience Global Context: Personal and Cultural Expression

Title: Music of the World Students will learn traditional music from around the world to develop their musical knowledge and listening skills. As a part of the assessment, students are required to research one of the world’s music traditions, write a report and give a presentation. This will allow students to show their understanding of a musical culture and the meaning of a particular music to the people who practice it. Statement of Inquiry: Music is a form of communication which can provide insight into societal relationships with the world. Key Concept: Communication Related Concepts: Expression/Audience Global Context: Personal and Cultural expression


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Grade 9

Criteria A In order to: Students will understand Students will be able to

i.

Demonstrate knowledge and understanding of the art form studied, including concepts, processes, and the use of subject-specific terminology.

How to utilize appropriate terminology and show aesthetic and critical awareness necessary for completing research-based tasks, centered on the historical and contemporary links between various stimuli and musical affects.

Explain in detail the origins and history of jazz, using specific music terminology (Unit 2). Describe, using specific music terminology, the various ways, both historical and contemporary, that specific information has been conveyed through musical means (Unit 1-2).

ii. Demonstrate an understanding of the role of the art form in original or displaced contexts.

How to apply appropriate terminology to show aesthetic and critical awareness necessary for analyzing a piece of music, written by a 19th century composer.

Analyze several jazz music pieces written by significant jazz composers (Unit 2).

iii. Use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.

How certain expressive gestures can be articulated through the utilization of specific elements and structural principles of music. How these expressive gestures are experienced by the listener (the students themselves through the listening and responding activities).

Identify many common expressive elements and structural principles of jazz music, through the listening activities (Unit 2).

Criteria B In order to: Students will understand Students will be able to

i. Demonstrate the acquisition and development of the skills and techniques of the art form studied.

How specific skills and techniques can be utilized in the composition of an expressive piece of music, demanding moderate technical and structural prowess.

Compose a sound piece or piece of jazz music that contains moderate technical and structural demands (Unit 2). Improvise using the 12-bar blues chord progression and the blues scale (Unit 2).

ii. Demonstrate the application of skills and techniques to create, perform and/or present art.

How to apply the fruits of their historical research to the composition and performance of a musical piece. How to apply their ensemble skills (e.g. balance, intonation, rhythmic unity) to a group performance.

Adapt their historical findings to the compositional/performance process (Unit 1). Demonstrate ensemble skills (e.g. balance, intonation, rhythmic unity) while performing as part of a group (Unit ).

Criteria C In order to: Students will understand Students will be able to

i. Develop a feasible, clear, imaginative and coherent artistic solution.

Several different approaches to emotionally effective composition, and the process involved in

Identify and come up with creative solutions to artistic questions (Unit 1).


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coming to compositional solutions.

ii. Demonstrate a range and depth of creative-thinking behaviors.

How to use personal note taking as a storage mechanism for new ideas, and as a catalyst for further abstraction and planning.

Incorporate historical ideas into their compositional process (Unit 1-2). Create new ideas about how to make music emotionally stimulating, and demonstrate this in the abstract phase of composition (Unit 1-2).

iii.

Demonstrate the exploration of ideas to shape artistic intention through to a point of realization.

How to synthesize the information recorded in their Process Journals, and apply it to a critical reflection, paying particular attention to their own success and failures at different stages of their work

Use their critical reflection on their process and incorporate their findings into the planning, composing, and rehearsing of a final performance (Unit 1-2).

Criteria D In order to: Students will understand Students will be able to

i. Construct new meaning and transfer learning to new settings.

How to synthesize themes and ideas throughout the process of planning, composing, rehearsing and performing a music piece

Make connections among different musical media, elements of music, structural principles, themes, and concepts found between various musical genres, and how to apply this knowledge to creative output (Unit 1-2).

ii.

Create an artistic response that intends to reflect or impact on the world around them.

How to compose and perform a piece of music that represents originality, personal expression, and engagement with an intended audience.

Express their originality, and engage with their innermost emotional states, and express those states to others through the process of musical composition (Unit 1-2).

iii. Critique the artwork of self and others.

The various ways in which highly subjective art forms, such as music, can be appraised and described in objective terms, through focusing on the aesthetic qualities found in the musical pieces of their peers.

Appraise and describe the aesthetic qualities found in the music of their peers (Unit 12). Justify their musical choices based on a larger aesthetic ideal, through the use of specific terminology (Unit 1-2). Explore and speculate on the artistic intentions and choices of their peers (Unit 1-2).


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K. International School Tokyo – Physical and Health Education Overview – Scope and Sequence - Grades 6 – 10

Grade Unit 1 - Team and International Pursuits

Unit 2 – Individual Pursuits

6

Fundamentals of Sending, Receiving and Moving through Small Group Games, Indoor Target Games, Striking and Fielding Global Context – Globalization and Sustainability Key Concepts – Form and Connection Related Concept(s) – Movement, Function and Refinement

Fundamentals of Sending, Receiving and Moving through Athletics, Badminton and Tennis Global Context – Globalization and sustainability Key Concepts – Chance Related Concept(s) –Adaptation, Choice and Environment.

7

Fundamental to Intermediate Sending, Receiving and Moving through Basketball , Flag Football and Hockey Embedded Fitness and Dance The Fundamentals of the game Global Context – Orientation in space and time Key Concepts – Relationships Related Concept(s) – Development, Movement, Pattern, Balance

Fundamentals to Intermediate Sending, Receiving and Moving through Athletics, Badminton and Tennis Embedded Fitness and Dance The Fundamentals of the game Global Context – Fairness and Development Key Concept – Change Related Concept(s) – Perspective, Choice

8

Intermediate Sending, Receiving and Moving through Volleyball, Cricket and Lacrosse Embedded Fitness and Dance Global Context – Orientation in space and time Key Concepts – Relationships Related Concept(s) – Development, Movement, Pattern, Balance

Intermediate Sending, Receiving and Moving through Athletics, Badminton and Tennis Embedded Fitness and Dance Global Context – Globalization and sustainability Key Concept – Change Related Concept(s) – Environment, Adaptation

9

Intermediate to Advance Sending, Receiving and Moving through Basketball, Flag Football and Hockey Embedded Fitness and Dance Global Context – Fairness and development Key Concept – Change Related Concept(s) – Perspectives, Choice

Intermediate to Advance Sending, Receiving and Moving through Athletics, Badminton and Tennis Embedded Fitness and Dance Global Context – Personal and cultural expression Key Concept – Change Related Concept(s) – Refinement, Movement, Pattern

10

Advance Sending, Receiving and Moving through Volleyball, Hockey, and Cricket Embedded Fitness and Dance Camp Organization and administration Global Context – Fairness and development Key Concept – Change Related Concept(s) – Development Perspectives, Choice

Advance Sending, Receiving and Moving through Embedded Fitness and Dance Camp Organization and administration Global Context – Identities and relationship Key Concept – Communication Related Concept(s) – Interaction, Perspective, Adaptation


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Grade 9 - Prescribed Student Outcome Unit 1 Unit 2

Intermediate to Advance Sending, Receiving and Moving through Basketball, Flag Football and Hockey Embedded Fitness and Dance Global Context – Fairness and development Key Concept – Change Related Concept(s) – Perspectives, Choice

Intermediate to Advance Sending, Receiving and Moving through Athletics, Badminton and Tennis Embedded Fitness and Dance Global Context – Personal and cultural expression Key Concept – Change Related Concept(s) – Refinement, Movement, Pattern

Knowledge • demonstrate their understanding of the components of a range of physical activities by changing rules to accommodate for various learners participate actively and safely in program activities.

• apply a variety of tactical solutions to increase chances of success in basketball-related activities • use critical and creative thinking skills to apply a variety of tactical solutions to increase their chances of success in football-

related activities. • effectively communicate (non-verbally) with peers to help develop skills and strategies • recognize sporting rules and regulation infraction and self a report • think critically and creatively to apply tactical solutions to enhance their chances of success in ball hockey activities. • review and perform strategies for successful running events (sprint, relay and hurdles) • learn different tournament formats • read and understand tournament brackets • identity the advantages of the Festival Tournament Format

Skill • dribble a ball with their dominant and non-dominant hand, while keeping their head up

• pass a ball using both the chest pass and the bounce pass • shoot a ball using the one-hand set shot • demonstrate and apply the offensive skills of pivoting and faking to create space • rebound a ball during modified basketball activities • perform a variety of locomotor movements, including sending, receiving and retaining skills, for basketball as well as in Touch

Football games • maintain control and possession of a hockey ball during practice and game play • demonstrate offensive and defensive strategies to help them to be successful during continuous game play • demonstrate an understanding of the skill components of hurdling and short to middle distance running activities • use self-awareness and self-monitoring skills as a tactical solution while participating actively in various short and moderate

distance running activities (hurdles and relay) • coordinate the components of the serve including the toss, body rotation, and strike • be able to initiate a rally with a serve and return


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• put the shuttle into play using the forehand and backhand serves, use a variety of different badminton shots to set up for and defend against the attack

Attitudes • demonstrate their understanding of the components of a range of physical activities by changing rules to accommodate various

learners • participate safely and actively in sustained moderate to vigorous activities that include application of sending, receiving and

retaining skills • think critically and creatively to apply a variety of tactical solutions to increase their chances of success as they participate in

activities. • facilitate gameplay through officiating • apply relationship and social skills as they participate safely and actively in field hockey mini games • demonstrate behaviors that promote their own safety and participation and that of others • communicate effectively with classmates while providing verbal feedback • work responsibly in a self-directed station setting. • value practicing previously learned skills • apply relationship and social skills while assessing their peers in a variety of activities

grade 9 curriculum - k. international school tokyo myp curriculum...haese mathematics 7 grade 7 key...

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